Facilitation and Consultation
Want to do some team building? Or are you in a tricky situation with a family? Need someone to run some group sessions with staff?
Sometimes in a school situation you need someone to facilitate staff workshops or work with staff on resolution of issues. Similarly, there are occasions where a dispute has occurred with a family that seems unresolvable. There has been a basic loss of trust on both sides so everyone starts from a position of defensiveness or wanting to score points for past injustices, perceived or real. In times such as these a skilled facilitator can save huge amounts of time and money by bringing issues to faster resolution.
Similarly, in meetings with staff, the difference between a skilled and unskilled facilitator can mean the difference between a real growth experience that puts the school on a new tack or a frustrating letdown for all.
Dr Bob Jackson at Include has worked with multiple agencies, schools, families and governments over 3 decades in facilitation roles. He brings a strongly positive perspective to facilitation and has managed to bridge the gap in many hostile situations as well as take staff to new areas by maximising their participation in joint problem-solving exercises.
Not getting anywhere with a behaviour issue? On the wait list for a psychologist? Want to build staff skills in cutting edge behaviour strategies?
As every teacher knows, behaviour is an issue in the classroom and it doesn’t seem to be getting any easier. In addition, many of the previously acceptable behavioural strategies are now being questioned, leaving teachers feeling isolated and abandoned by the system. There is an alternative. Since the 1980’s there has been a huge amount of research on the brain and how it works. In particular, there is a lot of very interesting work around the development of self control – the ultimate behaviour strategy.
In line with this research there has been a lot of work done world-wide on rethinking behavioural strategies to bring them into a positive developmental framework that is manageable in the regular classroom. These strategies not only work on the ‘difficult’ child, but can transform the atmosphere of the whole classroom and make teaching and learning a much more positive (and powerful) experience for all.
However there are no miracles. We need to change the way that we view children and their behaviour and learn some new practical skills — not an easy task. The benefits however are huge. Many teachers have found that it changes the whole way that they relate to a class and their job, and see it as a major leap in their professional development. While a workshop will start the process going, to fully implement we need direct in-service support in the classroom with feedback to teachers on how they are going. Once it is established however, it tends to be self-perpetuating with minimal ongoing support. Include can provide both the initial workshop and the in-class training and support.